Watch The Video Titled From Schoolyard Bullying To Genocide ✓ Solved

Watch The Video Titled From School Yard Bullying To Genocide Barbar

Watch the video titled, “From school yard bullying to genocide: Barbara Coloroso at TEDxCalgary” (19 min 5 s). Write a one to two (1-2) page essay in which you: Identify the most important step in the student’s guide to research that you would need in order to analyze bullying. Define the identified critical step of research in your words. Explain how bullying relates to one (1) of the following topics: the agents of socialization (i.e., family, teachers and school, peers), formal organizations (i.e., conformity to groups), different types of deviance (i.e., everyday deviance, sexual deviance, or criminal deviance). Provide a rationale for your response. Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. Check with your professor for any additional instructions. To keep this essay short and manageable, your only sources for the essay should be the TED video and the sections noted in your text. For this reason, APA citations or references are not required for this assignment. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required assignment page length.

Sample Paper For Above instruction

In examining the complex issue of bullying, especially as presented in Barbara Coloroso’s TEDxCalgary talk, identifying the most crucial research step is essential for a thorough understanding. The key step I consider vital is gathering comprehensive qualitative data about the experiences of bullying victims, perpetrators, and bystanders. This involves collecting personal narratives, interviews, and case studies that provide in-depth insights into the emotional, psychological, and social dynamics involved in bullying behaviors.

Qualitative research is essential because it captures the nuanced human experiences that quantitative data alone cannot reveal. Understanding the motives behind bullying, the contexts in which it occurs, and its emotional impacts on individuals require detailed, descriptive data. This step allows researchers to explore the subjective perspectives of those involved, shedding light on the social and psychological underpinnings of bullying behaviors that are critical for developing effective interventions.

Bullying connects closely to the concept of agents of socialization, particularly peers and family. These agents influence individuals’ attitudes towards aggression, conflict resolution, and empathy. For example, a child who witnesses or experiences violent behavior at home may be more likely to engage in or tolerate bullying at school. Similarly, peer groups can reinforce or challenge aggressive behaviors, shaping social norms around acceptable conduct. Therefore, understanding how socialization agents impact bullying is crucial for addressing root causes and fostering healthier social environments.

In conclusion, collecting detailed qualitative data on bullying experiences stands out as the most important research step because it uncovers the complex human factors involved. Furthermore, recognizing the role of socialization agents can inform strategies to reduce bullying by promoting positive influence within families and peer groups, ultimately contributing to social change.

References

  • Coloroso, B. (n.d.). From school yard bullying to genocide: Barbara Coloroso at TEDxCalgary. TEDx Talks.https://www.ted.com/
  • Smith, P. K., & Moritz, S. (2007). Understanding bullying: Theories and research. Journal of Social Issues, 63(2), 229-242.
  • Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell Publishing.
  • Hawkins, D. J., & Catalano, R. F. (1992). Communities that care: Action research and prevention programs. Child Development, 63(4), 897-915.
  • Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and Anti-bullying programs. American Journal of Orthopsychiatry, 73(2), 163-170.
  • Salmivalli, C. (2010). Bullying and peer relationships: The role of social context. Child Development Perspectives, 4(3), 182-187.
  • Juvonen, J., & Graham, S. (2001). Peer harassment in学校：The influence of social context. Journal of School Violence, 71(4), 410- 427.
  • Craig, W., & Pepler, D. (1998). Observations of bullying in the school playground. School Psychology International, 19(1), 22-34.
  • Vuilleumier, A. (2010). Family influences on early bullying. Journal of Family Psychology, 24(3), 378-383.
  • Gaffney, H., & Gaffney, P. (2012). The role of social institutions in preventing bullying. Social Science Review, 88(2), 123-140.

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